My apologies to those of you who had trouble folowing links from this page. I pasted it over hastily from James' wiki and got interrupted before I had time to manage the links. All of the articles should now be intact: Iet me know if you have trouble following any of them. - Neil.
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In the final summative assignment there is a need to draw upon some work on teaching approaches as well as the content that was the focus of the assignment 2.
Practical and investigative work are mentioned specifically but models and analogies are likely to crop up.
I have put some papers up here that may help with this
Remember, please don't feel the need to read and digest every word. The aim is to provide a background to your thinking and ideas, thoughts, approaches, etc... that you can use to support and strengthen the points you make in the summative assignment.
The SASP leader at London mentioned a potentially good book:
Dr Keith Taber
Physics Education, v43 n4 p346-348 Jul 2008
Practical and Investigative Work
Millar R. (2004). The role of practical work in the teaching and learning of science.
High school science laboratories: Role and vision. National academy of sciences, Washington, DC.
The SCORE project have some good materials on science and practical work
David F. Treagust; Reinders Duit; Paul Joslin; Ivo Lindauer
journal International Journal of Science Education, Volume 14, Issue 4 October 1992 , pages 413 - 422
Peer Instruction: Ten years of experience and results
American Journal of Physics -- September 2001 -- Volume 69, Issue 9, pp. 970-977 Language
An excerpt from: Wellington, J, Ossborne, J (2001) Language and literacy in Science education, Open University Press
My apologies to those of you who had trouble folowing links from this page. I pasted it over hastily from James' wiki and got interrupted before I had time to manage the links. All of the articles should now be intact: Iet me know if you have trouble following any of them. - Neil.
___
In the final summative assignment there is a need to draw upon some work on teaching approaches as well as the content that was the focus of the assignment 2.
Practical and investigative work are mentioned specifically but models and analogies are likely to crop up.
I have put some papers up here that may help with this
Remember, please don't feel the need to read and digest every word. The aim is to provide a background to your thinking and ideas, thoughts, approaches, etc... that you can use to support and strengthen the points you make in the summative assignment.
The SASP leader at London mentioned a potentially good book:
Link
And from this book - Pages 110-112 on
General Papers
Robin Millar
journal Journal of Education for Teaching, Volume 14, Issue 1 1988 , pages 39 - 53
Redish, Edward F.; Steinberg, Richard N. : .
Physics Today, Volume 52, Issue 1, January 1999, pp.24-30
Angell, Carl; Guttersrud, Oystein; Henriksen, Ellen K.; Isnes, Anders
Science Education, v88 n5 p683-706 Sep 2004
Dr Keith Taber
Physics Education, v43 n4 p346-348 Jul 2008
Practical and Investigative Work
Millar R. (2004). The role of practical work in the teaching and learning of science.High school science laboratories: Role and vision. National academy of sciences, Washington, DC.
The SCORE project have some good materials on science and practical work
Models and Analogies
J. K. Gilbert R. J. Osborne
International Journal of Science Education, Volume 2, Issue 1 January 1980 , pages 3 - 13
Richard K. Coll, Bev France, Ian Taylor
Journal International Journal of Science Education, Volume 27, Issue 2 February 2005 , pages 183 - 198
David F. Treagust; Reinders Duit; Paul Joslin; Ivo Lindauer
journal International Journal of Science Education, Volume 14, Issue 4 October 1992 , pages 413 - 422
A context based approach to teaching science
More info on 21C science website HERE
Peer Teaching
Not sure about details
Peer Instruction: Ten years of experience and results
American Journal of Physics -- September 2001 -- Volume 69, Issue 9, pp. 970-977
Language
An excerpt from: Wellington, J, Ossborne, J (2001) Language and literacy in Science education, Open University Press